Matthew Munoz -17822099

Curriculum 2b Food Technology Assessment 2

Assessment Task Sheet

Assessment Task Information
Faculty: Technology and Applied Sciences
Course: HSC Food Technology
Unit: Food Product Development
Task Title: Food Just for You Sales Pitch
Task marks: _ /30
Weighting: 30% Task No: 1 of 4
Date issues: Week 1 Date for Week 5
submission:

Assessment Task Details

Description of Activity:
Task briefing
You have just been hired as a food product development officer at the successful
company “Food Just for You” who specialise in developing meals for people with
special dietary requirements. Create, prepare and propose a prototype that would
be an appropriate lunch option for Emily. The product can be ready-to-eat or
microwavable, appropriately packaged and must be a single serving.

Task scenario
Emily is a 16-year-old high-school student who comes from a low-socioeconomic
family with a single parent. She is currently preparing herself for the HSC that will
taking place next year. She is also a competitive oz-tag player and plays for the
high-school representative team. Due to her busy lifestyle, she does not have
much spare time to cook for herself. Emily has been diagnosed with an iron-
deficiency by her general practitioner. Her doctor fears that if untreated, may
develop into anemia. Her diet is also low in calcium, which her doctor believes may
increase her chances of developing arthritis at an early age.
Task instructions:
Assessment details
Part 1: Multi-modal presentation sales pitch (20 marks)
In regard to Emily and your proposed product, you are asked to explain the main
steps involved in the food product development process that a company needs to
complete in order to successfully develop a new product. Create a multi-modal
presentation using at least 3 different mediums (e.g. voiceovers, video footage,
online presentation tools etc.). The video should be approximately 5-10 minutes
long. Marks will not be deducted for going over or under time within one minute.
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You are to create a video that would be suitable to send to a potential investor in
your product. Upload your video to YouTube privately and submit your link via e-
mail to your teacher.

1. Potential ideas
- Create a product which suitably addresses the design brief.
- Describe your product briefly.
- Explain why the products is appropriate for addressing the design
brief
2. Market research
- Explain the research on the target market that you would need to
conduct before product specifications are developed
3. Product Specifications
- Describe and justify the specifications of your potential product
4. Feasibility assessment
- Describe and evaluate strengths and weaknesses of potential
studies on the feasibility of your new product that could be carried
out during product development
5. Production process development
- Explain any modifications that may need to be made to the facilities
in which production of your new product will take place.
6. Prototype development
- Identify and describe potential issues you may face during the
prototype development phase
7. Prototype testing
- Identify and justify necessary tests that would need to be
completed for effective prototype evaluation

Part 2: Written Marketing Plan

Create a marketing plan and prepare your product
1. Identify two potential target markets and justify why you have chosen
them
2. Create a marketing plan for your product. Include:
- Product
- Price
- Promotion
- Place
3. Prepare your product along with a 2-minute oral presentation to be
presented in class – briefly explain the purpose of your product.

Context
Contextual statement:
For the purposes of the Food Technology Stage 6 Syllabus, food technology refers
to knowledge and activities that relate to meeting food needs and wants. The
provision and consumption of food are significant activities of human endeavour,
with vast resources being expended across domestic, commercial and industrial

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settings. Food issues have a constant relevance to life. This concept underpins the
subject and is reflected throughout the Preliminary and HSC courses.

Task rationale
Contextual statement:
Food Technology Stage 6 aims to develop an understanding about food systems
and skills that enable students to make informed decisions and carry out
responsible actions. Students will also develop an appreciation of the importance
of food to the wellbeing of the individual and to the social and economic future of
Australia.

Outcomes to be assessed
Outcome Description
H1.3 Justifies processes of food product development and
manufacture in terms of market, technological and
environmental considerations.
H4.1 Develops, prepares and presents food using product
development processes.

Criteria for assessing learning

Marking criteria: Part 1
Mark Criteria
range
• Presents a highly relevant explanation with great detail, includes:
TWO primary and TWO secondary suitable research methods that
could be conducted for the product
• Description of product and its features are extensive and in great
detail
• Presents a highly relevant, highly detailed description of feasibility
issues, includes: TWO financial feasibility issues and TWO technical
feasibility issues and a highly accurate evaluation of strengths and
weaknesses of potential feasibility studies
18-20 • Presents modifications to production facilities which will need to be
done before product can take place. Modifications are highly relevant
and in great detail

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• Identifies and presents a description of at least TWO potential

issues related to the prototype development. Issues are explained in
great detail and with high accuracy
• Accurately identifies and presents an explanation of at least TWO
prototype tests and correctly justifies the reasoning behind
conducting them
• All questions have been attempted
• Video is coherent and uses at least THREE different forms of media

• Presents a relevant explanation with good detail, includes: TWO

primary and TWO secondary suitable research methods that could
be conducted for the product
• Description of product and its features are quite extensive and in
good detail
• Presents a relevant, detailed description of feasibility issues in good
detail, includes: TWO financial feasibility issues and TWO technical
feasibility issues and an accurate evaluation of strengths and
weaknesses of potential feasibility studies
15-17 • Presents modifications to production facilities which will need to be
done before product can take place. Modifications are quite relevant
and in good detail
• Identifies and presents a description of at least TWO potential
issues related to the prototype development. Issues are explained in
good detail and are accurate
• Accurately identifies and presents an explanation of at least TWO
prototype tests and adequately justifies the reasoning behind
conducting them
• All questions have been attempted
• Video is coherent and uses at least THREE different forms of media

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• Presents an acceptably relevant explanation with sound detail,

includes: ONE primary and ONE secondary suitable research
method that could be conducted for the product
• Description of product and its features are acceptable and in sound
detail
• Presents a moderately relevant, moderately detailed description of
feasibility issues, includes: ONE financial feasibility issue and ONE
11-14 technical feasibility issue and an evaluation of strengths and
weaknesses of potential feasibility studies
• Presents modifications to production facilities which will need to be
done before product can take place. Modifications are relevant and in
sound detail
• Identifies and presents a description of at least ONE potential issue
related to the prototype development. Issue is explained in sound
detail and moderately accurate
• Accurately identifies and presents an explanation of at least ONE
prototype test and justifies the reasoning behind conducting them in a
simple manner
• All questions have been attempted
• Video is coherent and uses at least TWO different forms of media

• Presents a relevant explanation with basic detail, includes: ONE

primary and ONE secondary suitable research methods that could be
conducted for the product
• Description of product and its features are simple and in basic detail
• Presents a relevant, simplistic description of feasibility issues,
includes: ONE financial feasibility issues and ONE technical
8-10 feasibility issues and an attempted evaluation of strengths and
weaknesses of potential feasibility studies
• Presents modifications to production facilities which will need to be
done before product can take place. Modifications are relevant with
basic detail

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• Identifies and presents a description of at least ONE potential issue

related to the prototype development. Issues are explained in basic
detail and acceptable accuracy
• Accurately identifies and presents an explanation of at least ONE
prototype test and attempts to justify the reasoning behind
conducting them
• All questions have been attempted
• Video is moderately coherent and uses at least TWO different forms
of media

• Presents an irrelevant explanation with little or no detail, includes:

ONE/ZERO primary and ONE/ZERO secondary suitable research
methods that could be conducted for the product
0-7 • Description of product and its features are extremely basic and
have little or no detail
• Presents an irrelevant, poorly detailed description of feasibility
issues, includes: ONE/ZERO financial feasibility issue and
ONE/ZERO technical feasibility issue and a poor or non-attempted
evaluation of strengths and weaknesses of potential feasibility
studies
• Presents modifications to production facilities which will need to be
done before product can take place. Modifications are not relevant
and in little or no detail
• Identifies and presents a description of at least ONE/ZERO
potential issue related to the prototype development. Issues are
explained in little detail and low accuracy
• Inaccurately identifies and presents an explanation of at least
ONE/ZERO prototype tests and does not justify them
• Some questions were not attempted
• Video is not coherent and uses at least ONE different form of media
• Assessment task was incomplete or not submitted

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Marking criteria: Part 2

9-10 • Characteristics of TWO suitable target market are identified
correctly
• Prepares their designed product for the class. Product is highly
relevant to design brief and desired target market, cost effective and
visually pleasing.
• Features of the product are described in great detail
• TWO target markets are correctly identified, and justification is
highly accurate
• Presentation is coherent and well structured
• All answers have been answered

7-8 • Characteristics of TWO suitable target market are identified

correctly
• Prepares their designed product for the class. Product is relevant to
design brief and desired target market, quite cost effective and
visually pleasing.
• Features of the product are described in detail
• TWO target markets are correctly identified, and justification is
accurate
• Presentation is coherent and well structured
• All answers have been answered

5-6 • Characteristics of TWO suitable target market are identified

correctly
• Prepares their designed product for the class. Product is moderately
relevant to design brief and desired target market, satisfactorily cost
effective and has an acceptable level of visual appeal
• Features of the product are described in moderate detail

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• TWO target markets are correctly identified, and justification is

satisfactorily accurate
• Presentation is quite coherent and moderately well structured
• All answers have been answered

3-4 • Characteristics of ONE suitable target market are identified correctly

• Prepares their designed product for the class. Product is partly
relevant to design brief and desired target market, not very cost
effective and visually unappealing.
• Features of the product are described in little detail.
• ONE target markets are identified, and justification is acceptably
accurate
• Presentation is reasonably coherent and requires more structure
• All answers have been answered

0-2 • Characteristics of ONE/ZERO suitable target market us identified

correctly
• Prepares their designed product for the class or is a non-attempt.
Product is not relevant to design brief and desired target market, not
cost effective and not visually appealing
• Features of the product are described in little to no detail
• ONE/ZERO target markets are incorrectly identified, and
justification is not correct accurate
• Presentation lacks coherence or was not completed
• All questions have not been attempted
• Assessment task is a non-attempt

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Scaffold
Sample Scaffold
• Students will learn about the ALARM principle to gain proficiency in higher order
thinking.

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ALARM Scaffolding Images (Virtual Library, n.d.)

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• Students will spend time in class creating mock-presentations and becoming

familiar with different potential software’s and mediums to use in their assessment
tasks to develop proficiency in video creation

• Students will learn about NESA keywords which are to be used in their
assessment tasks

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NESA Key Words Glossary (NSW Education Standards, n.d.)

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Evaluation
Evaluate the importance of assessment and approaches to feedback and assessment
design that will inform your practice in your teaching area.
1500 words
An overview of assessment
Utilising assessment in education is an effective method for collecting, analysing
and interpreting important data regarding teaching and learning. This information
can serve as a major contributor to the decision-making process focused on
maximising student success and achieving curricular outcomes (William, 2013). It
provides a clearer insight on the degree of success achieved from learning, as well
facilitating proper clarification of teacher’s expectations of their students. The
assessment process is comprised of four core elements
- Measuring improvements over a period of time
- Increasing student’s motivation to engage in studies
- Critical evaluation of teaching delivery
- Measuring the ability of each student at a point in time, relevant to their
peers

One of main areas of concern in education is determining whether students can

achieve the goals and outcomes presented in the curricular scope and sequence.
These are separated into two broad categories by the Australian syllabus:
- Objectives: the foundational aims and purposes of a particular teaching
period or instruction
- Outcomes: specific and targeted outcomes of a particular teaching period or
instruction (Cartner & Nunan, 2001)

Assessment inside the classroom can facilitate improved student learning and
teacher instruction by providing guidance and a more accurate insight into:
- Determining whether teaching instruction, lessons and units are relevant
and suitable to students

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- Evaluating the success of selected instructional and delivery methods,

learning activities and resources, and whether they effectively meet
prescribed outcomes and objectives
- Level of quality of selected teaching resources used to support students
(Cartner & Nunan, 2001)

Utilising assessment inside the classroom can be an effective strategy for

professional development, providing that is actively monitored and managed. In
educational contexts, teachers take lead roles in developing and implementing
assessment. Thus, intelligent use of assessment can serve as an effective method
for self-reflection on one’s own teaching practices as it can act as a more accurate
method for identifying and evaluating which teaching strategies are successful and
highlight areas which may need improvement or adaptation (Carter & Nunan,
2001).

Importance of assessment for teachers

Using assessment in intelligent manner within educational settings has been
observed to be directly linked to high quality teaching practice and good classroom
management strategies. Assessment is a key component in effective teaching
practice as curricular and educational goals are commonly very broad, and due to
their vagueness, can sometimes be misinterpreted. Thus, responsibility is placed
onto teachers to correctly translate these outcomes into clear, relevant, and
explicitly defined goals. It is important that these goals can be efficiently measured,
observed, and assessed (Cox & Godfrey, 1997).

Measuring, assessing and evaluating strategies contribute to the process of

teaching. The assumption is made that students will have attained a certain
degree of knowledge and understanding following the completion of a prescribed
unit of work. To identify the degree of successes attained by the teaching
strategies and classroom activities throughout the unit of work. it is important that
set objectives can be measured efficiently. In educational settings, the primary
goal of teaching instruction and classroom activities is to facilitate effective
learning which aligns with the prescribed curricular outcomes and objectives.

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Thus, responsibility falls on teachers to select appropriate teaching methods and

learning activities which will be optimal for attaining the desired learning outcomes
(Schneider & Bodensohn, 2017). During the process of selecting which teaching
strategies and learning activities will be used, assessment which lends itself to
evaluation and self-reflection, which in turn can be a major contributor to the
decision-making process (Cox & Godfrey, 1997).

Cole & Chan (1987) stress the high potential for human inaccuracy involved in
teacher’s own perception of their ability to make judgements about the capability of
students in their classrooms. They loosely categorise this type of teacher as a
‘self-reliant assessor’ (pp. 295). Cole & Chan (1987) also highlight that educators
commonly avoid actively seeking to implement assessment and assessment
related strategies due to an unprecedented, philosophical high-ground. This in turn
leads to these particular teachers over-estimating their capacity to adequately
select optimal teaching practices, rather than utilising the vast amount of widely
accepted and established assessment strategies such as summative and
formative assessment. These strategies have been frequently shown to act as an
efficient diagnostic tool for gathering information and serving as guidance for
evaluative practices relevant to teaching and learning.

Implication of assessment for students

Teachers utilising assessment as a tool in the classroom also has implications for
students. Research by Cox & Godfrey (1997) found that teachers who did not
actively engage in the use of assessment and assessment related strategies were
not able to efficiently obtain the required information about their students to make
accurate judgements about the degree of authentic learning taking place.
Consequently, these teachers were not able to efficiently make informed decisions
regarding improvement of selected teaching and learning strategies or their own
teaching practices. This in turn reduced the teacher’s ability to make adjustment
and adaptations to teaching practices and therefore had negative results on the
educational outcomes of their students. This study reinforces this idea by
comparing academic outcomes between groups. Groups in which were led by a
teacher actively engaging and implementing formative and summative

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assessments as tools for learning and proving guidance for adjustments to

teaching instruction, which saw increased academic performance relevant to the
other groups under guidance without assessment being utilised. Conley & Darling-
Hammon (2013) reinforce this idea, as the results of their research suggests that
students obtained a deeper level of understanding of content being taught as a
result of their teachers adapting and modifying their teaching instruction and
learning activities to better suit the individual needs of their class.

Additionally, using assessment strategies can be an effective tool for gathering

feedback for students which can highlight gaps in their learning so that they can
have a clearer insight on what areas of their knowledge needs additional attention
and focus (Boston, 2002). When feedback given to students is relevant, explicit
and constructive, it provides a deeper insight into areas which they need to
allocate additional time, as well as providing strategies on how to improve. When
feedback is paired with a timely follow-up with explicit feedback on areas which
need improvement or are done well as well as specific strategies to guide future
assessments, it has been shown to one of the most effective strategies for
improving academic outcomes (Hattie, 2003). Additionally, literature suggests that
students value and appreciate the time and commitment required from teachers to
provide quality assessment feedback. This in turn increases student’s motivation
levels as they gain a clearer idea of what specifically is required of them to
improve their academic results, which consequently maintains higher level
motivation and adherence levels which are driven by the desire to improve now
that they better understand how to do so.

Limitations of assessment
Despite assessment being widely accepted as an important tool for educators, it
still comes with limitations. A primary concern embedded in the nature of
assessment is student preference. Some students will always experience low
levels of comfort and confidence when given certain types of assessment tasks
(Carter & Bathmaker, 2016). This can result in some students having a
predisposed negative mindset prior to even attempting the assessment task, which
can consequently affect academic performance (Zhang, Kuusisto & Tirri, 2017).

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For instance, research conducted by Poon Teng Fatt (2000) suggests that
students who consider themselves as auditory learners will gravitate towards and
prefer to engage in orally based assessment tasks, whereas visual learners will
prefer tasks such as creating diagrams or videos, and kinesthetic learners being
most comfortable with hands-on, practical activities.

Another limitation which should be addressed is the high potential for reduced
accuracy and effectiveness when it is applied on a large scale, such as NAPLAN
in Australia. These systems can often be driven monetary and reputation
pressures and demands, especially struggling schools who are under immense
pressure to improve NAPLAN scores (Gable & Lingard, 2013). Thompson (2013)
suggests that this result driven culture is overly focused on improving test results
and has strayed away from authentic, genuine learning experience, as maximising
test scores has become the primary concern for many educators. Assessment in
the classroom has been criticised for being integrated without teachers having
genuine understanding and appreciation of its original purpose and value.
Therefore, the question must be asked, how can educators effectively proceed
with their teaching instruction, which satisfies the needs of all parties involved? It is
an arduous task which requires careful monitoring and intelligent planning to
balance authentic learning with attaining curricular outcomes, especially as each
individual involved will place a different level of priority on maximising test scores
versus prioritising genuine learning experiences.

Conclusion
Intelligent use of assessment and assessment related strategies can be an
effective tool for improving educational outcomes and learning experiences.
Assessment can serve as an efficient diagnostic tool for both students regarding
their own learning, as well as serving as a measurable point for teachers which
they can reflect on to improve their teaching practices. Assessment serves a
valuable purpose in allowing for critical evaluation of teaching and learning which
has a clearly defined goal and explicit aims, and thus, teachers who wish to
improve their own teaching and maximise their students potential and desire to
learn should consider utilising assessment in their classrooms.

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References
Boston, C. (2002). The Concept of Formative Assessment. ERIC Digest. Retrieved
from https://eric.ed.gov/?id=ED470206

Carter, A., & Bathmaker, A. (2016). Prioritising progression over proficiency:

limitations of teacher-based assessment within technician-level vocational
education. Journal of Further and Higher Education, 41(4), 460-474. doi:
10.1080/0309877x.2015.1135881

Carter, R., & Nunan, D. (2001). The Cambridge guide to teaching English to
speakers of other languages. Cambridge, England: Cambridge University
Press.

Conley, D., & Darling-Hammon, L. (2013). Creating systems of assessment for

deeper learning. Stanford, CA: Stanford Center for Opportunity Policy in
Education.

Cox, P., & Godfrey, J. (1997). The importance of assessment procedures to

student learning outcomes in religious education. Australian Journal of
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Gable, A., & Lingard, B. (2013). NAPLAN and the performance regime in
Australian Schooling: A review of the policy context [E-book]. The University of
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Hattie, J. (2003). Teachers Make a Difference. What is the research evidence?

In ACER Research Conference. Melbourne, Australia. Retrieved from
http://research.acer.edu.au/research_conference_2003/4/

Schneider, C., & Bodensohn, R. (2017). Student teachers’ appraisal of the

importance of assessment in teacher education and self-reports on the
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10.1080/0969594x.2017.1293002

Thompson, G. (2013). NAPLAN, MySchool and Accountability: Teacher

perceptions of the effects of testing. The International Education Journal:
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William, D. (2013). Assessment: The Bridge between Teaching and

Learning. Voices from The Middle, 21(2), 15-20.

Zhang, J., Kuusisto, E., & Tirri, K. (2017). How Teachers’ and Students’ Mindsets
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